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Australian Mathematics Teacher, v65 n4 p6-10 2009

Teacher professionalism is a social construct which varies across time and place. In relation to the teaching of mathematics in the middle school, professionalism is a concept under siege; with the advent of national testing some teachers predict dire consequences for student learning. In this small research project several teachers depicted their views of 'quality'in relation to the teaching of mathematics and potential threats from the coercive context in which they work. This article, reports and analyses four (4) teachers' views and practices of "quality" in relation to the teaching and learning of mathematics in the middle school. While these teachers felt comfortable in relation to their content knowledge and instructional practices, they felt their professional standing and student learning could be compromised by the enforcement of bureaucratic accountability agendas. The teachers felt these might cause divisions, cracks in their professionalism and pedagogical practices, with students' learning becoming the ultimate casualty.

Descriptors: Middle Schools, Teaching Methods, Mathematics Achievement, Educational Practices, Educational Quality, Teacher Attitudes, Mathematics Education, Classroom Techniques, Educational Strategies, Instructional Effectiveness, Foreign Countries, Teacher Surveys

Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office[at]aamt.edu.au; Web site: http://www.aamt.edu.au





Autor: Dimarco, Silvia

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3962&id=EJ867333



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